Computer-based basic skills instruction in a CETA funded project: A case study

Abstract

This study investigated the question, Can computer-based education be used to develop literacy and mathematics skills in young adults so that they can pursue job and career opportunities that are not subsidized by agencies and the public and private sector? It also examined issues related to the motivation of students whose training was subsidized by CETA funding and that of learners who sought training voluntarily. In general, the study did not yield the results the program administrators expected. The computer-based instruction seemed to have little effect on program participants. Discussion probes at issues related to similar failures in CETA-funded projects and makes specific recommendations about the conditions of learning that must be present and the types of incentives necessary for the successful implementation of job skills training.